Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching

Identities are changing, dynamic, continuously negotiated and reshaped in interactions with others.

“Identities are changing, dynamic, continuously negotiated and reshaped in interactions with others (others in the broad sense; e.g. other people, groups, institutions and cultural categories) (Akkerman and Meijer 2011; Lee and Schallert 2016).”

The construction and development of identity always involves connecting the past, present and future.

“According to the dialogical approach, identity is narratively constructed (Wortham 2001) and the construction and development of identity always involves connecting the past, present and future (Billot 2010; Henkel 2000; Lee and Schallert 2016).”

Past experiences are used as a reflective mirror for evaluating new understanding, shaping also the future self and creating possible selves.

“Past experiences are used as a reflective mirror for evaluating new understanding, shaping also the future self (Lee and Schallert 2016) and creating possible selves (Markus and Nurius 1987).”

The inner conflicts and their resolution led into a more coherent and integrated dialogical self, which was also projected in her plans.

“As a result, the inner conflicts and their resolution (i.e. the process of experiencing, Sannino [2010]) led into a more coherent and integrated dialogical self (Hermans 2003), which was also projected in her plans (Lee and Schallert 2016).”

Anna became not only cognitively aware but also emotionally in touch with her core qualities, which led her to the conscious choice of relying on those qualities, deciding on and directing her plans accordingly.

“Anna became not only cognitively aware but also emotionally in touch with her core qualities, which led her to the conscious choice of relying on those qualities, deciding on and directing her plans accordingly (Lee and Schallert 2016).”